Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
ELL Department2018 Board Report
Submitted by Heidi LaMare and Jennifer Johnson
Supervisors of Programs for Multilingual Learners
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
ELL Department Mission
2
As a department, we strive for educational equity by engaging in practices that uphold
respect, non-discrimination, and fairness for all students. As department employees,
we affirm student identity, promote additive bilingualism, and structure our
work for integration of all voices.
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Table of Contents/Agenda
• Additive and Holistic Bilingualism
• Demographics
• Service Model and Funding
• Student Data
• Projects and Staff Development
• Student Identity and Equity
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Highlights (1/2)
➢ How is our ELL program aligned with district initiatives?➢ What is the basis of the program model?➢ What is the program delivery model?
Slides26-912
➢ What demographic information do we know about English Learners in BSD?
Slides 10-11
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Highlights (2/2)
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➢ How are our students served by ELL services doing? • SBA ELA• SBA Math• ELPA-21• By Race
Slides14-1516-171819
➢ How is the ELL program aligned with board priorities?• Culture of Service• Racial Equity
• Inclusion
Slides 86-8, 24-2812
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Additive and Subtractive Bilingualism
Additive Bilingualism
Occurs when a second language and culture have been acquired without loss or displacement of an individual’s first language and culture. Positive self-concept usually developed.
Subtractive Bilingualism
Occurs when an individual’s first language and culture are replaced by the new language and culture, usually occurring in a pressurized context. Negative self-concept usually developed.
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Holistic Bilingualism
• Languages are viewed as mutually reinforcing; children are acknowledged to be capable of bidirectional transfer.
• Students are expected to show different strengths in performance of tasks in different languages
• Kathy Escamilla
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Three Pillars
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Bilingualism and
Biliteracy
Grade Level Academic
Achievement
Socio-Cultural
Competence
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Language Acquisition
Speaking Listening Reading Writing
9Proficiency
Academic and Interpersonal
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Demographics
• Languages Spoken: 97
• Number of Eligible Students: 2967
• Number of Transitional Students: 1086
• % of District Qualified Eligible Students: 14%
• Schools With Largest EL Populations:
Stevenson Elementary
Lake Hills Elementary
• Number of Department Staff Serving Bilingual Students: 3010
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
4 Year Student Count
11
0
500
1000
1500
2000
2500
3000
3500
4000
4500
2015 2016 2017 2018
ELL Student Count
Eligible Students Transitional
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Service Delivery: Facilitation and Instruction
K-5
• Building Case Manager
• Develop Instructional Strategies
• Collaborate with Classroom Teachers- Co-plan, Co-teach, Instructional materials
• Maintain Student Files and Documentation
• Newcomer and Long Term EL Instruction, Special Linguistic Needs
6-8
• Building Case Manager
• Develop Instructional Strategies
• Collaborate with Classroom Teachers- Co-plan, Co-teach, Instructional materials
• Maintain Student Files and Documentation
• Newcomer and Long Term EL Instruction, Special Linguistic Needs
• Teach ELD and ELA courses
9-12
• Building Case Manager
• Develop Instructional Strategies
• Collaborate with Classroom Teachers- Co-plan, Co-teach, Instructional materials
• Maintain Student Files and Documentation
• Newcomer and Long Term EL Instruction, Special Linguistic Needs
• Teach ELD and ELA courses12
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Funds
Transitional Bilingual Program (TBP)
Title III Dual Language Grant
• Salaries for ELL Department Staff• Teachers• Facilitators• Testing Specialist• Administrators
• Cost of testing materials• WELPA Placement
Test• ELPA21 Annual
Assessment
• Professional Development• Project GLAD• GLAD Leads• SIOP• SIOP Leads• Native American
• Book Studies• ELL Endorsement• Continuing Professional
Learning Specific to Language Development
• Private Schools student identification and professional development
• Dual Language specific professionaldevelopment
• Standards-based curriculum planning
• Professional development specific to Dual Language expansion to Middle School
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Bellevue SBA ELA – 2017 All Grades
14 0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Met AllStudents
Met TBIP Met Emerging MetProgressing
Met UponTransition
(Proficient)
Met 1 Yr AfterTransition
Met 2 Yrs AfterTransition
Met 3 Yrs AfterTransition
Met 4 Yrs AfterTransition
Met Not ExitAfter 5 Yrs
Percent Met Standard by Subgroup
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
District vs. State ELA – 2017 All Grades
0
10
20
30
40
50
60
70
80
90
100
All Students Met TBIP MetEmerging
MetProgressing
Met uponTransition
Transitions 1Yr
Transition 2Yrs
Transition 3Yrs
Transition 4Yrs
Percent Met Standard District vs. State
Bellevue State
15
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Bellevue SBA Math - 2017 All Grades
16 0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Met AllStudents
Met TBIP Met Emerging MetProgressing
Met UponTransition
(Proficient)
Met 1 Yr AfterTransition
Met 2 Yrs AfterTransition
Met 3 Yrs AfterTransition
Met 4 Yrs AfterTransition
Met Not ExitAfter 5 Yrs
Percent Met Standard by Subgroup
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
District vs. State Math - 2017 All Grades
0
10
20
30
40
50
60
70
80
90
All Students Met TBIP MetEmerging
MetProgressing
Met uponTransition
Transition 1Yr
Transition 2Yrs
Transition 3Yrs
Transition 4Yrs
Percent Met Standard District vs. State
Bellevue State Column1
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
ESSA
• English Language Learner Progress: By 2027, at least 77% of English Learner students will be on track to exit ELL services within at most six years. Whether students are “on track” depends on their starting English proficiency level.
BSD ELL Progress for All Students:
78% of Students making progress (“on track”) as measured by ELPA-21
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
ESSA ELL Progress by Race
0
10
20
30
40
50
60
70
80
90
ELL Progress (2 Yrs of ELPA21 Data)
State All Students BSD All Students BSD Latino Students BSD Asian Students19
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Staff Professional Development
Elementary:
• Project GLAD (Guided Language Acquisition Design)
• ELL Endorsements
• Conference Attendance: WABE, La Cosecha, TESOL
Secondary:
• SIOP (Sheltered Instruction Observation Protocol)
• ELL Endorsements
• Conference Attendance: WABE, La Cosecha, TESOL
Connection to District Goals:
• Collaboration and Co-teaching capacity to build inclusive schools
• Increased theoretical and practical application of culturally and linguistically responsive teaching practices
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Project GLAD®
• Target schools for 2018-2019:
• Cherry Crest
• Remaining Staff from Bennett and Spirit Ridge
• Title I Schools
• GLAD Leads: Building Based PD
• 13 school based staff in leadership positions
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
SIOP
New to SIOP Trainings for 2018-2019:
• 2 Two day workshops, spring and fall
• 2 Day SIOP Training for Special Educators
Follow-up Trainings:
• 4 Lesson Study Days
SIOP Lead Teachers:
• 11 School-based staff in leadership positions
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Dual Language Program Review
• Dr. Rebecca Freeman Field University of Pennsylvania Graduate School of Education Director, Language in Education Division Caslon Publishing and Consulting
• Dr. David Cassels Johnson University of Iowa College of Education
• Site visits
• Focus groups
• Data analysis
• Comprehensive report following the Center for Applied Linguistics Guiding Principals for Dual Language Education in alignment with district strategic planning
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Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
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I/We believe that our structures for serving emergent bilinguals of
color are justified based on standardized test results. I/We believe that standardized tests
can accurately identify and categorize Emergent Bilingual
students of color who are “at risk.”
We believe that the language development of our Emergent Bilinguals of
color can be effectively monitored by observing
their language in authentic settings across the
curriculum.
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
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I/We believe that Emergent Bilingual Students of color are “at risk” due to a language problem. Not only their language, but their
culture is deficient. They lack experiences. All of these deficits
lead to the learning problems they are experiencing.
We believe that our Emergent Bilingual
students of color are proficient language users
and bring many experiences into the
classroom.
Socio-Cultural
Competence
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
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I/We believe that the structures we have created support
Emergent Bilinguals of color “at their level.” I/We believe that
these students need to be separated from the mainstream
setting and instructed in structured programs based on
hierarchical notions of language development
We believe that our Emergent Bilinguals of
color need opportunities to learn language in rich, integrated settings and
can be successful in regular classroom
programs.
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Student Identity and Sociocultural Competence
Authored by a 4th
grade Latina student at Stevenson Elementary
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
ELL Department Mission
28
As a department, we strive for educational equity by engaging in practices that uphold
respect, non-discrimination, and fairness for all students. As department employees,
we affirm student identity, promote additive bilingualism, and structure our
work for integration of all voices.
Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.
Resources
• English Language Proficiency Standards
• Project GLAD
• SIOP
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